PASCAP Research Proposal

PASCAP Program Evaluation and Reviewof After-School
Care Centeres
Liad Lehavy
PASCAP Trust, 68 Wale St., Cape Town, SA 8000
llehavy@umich.edu
021-422-5588

Abstract
As external barriers to education persist in South Africa’s disadvantaged communities,
after-school care centeres have become a widely embraced method of dissuading learner
involvement in substance abuse, gangsterism, and other detrimental behaviors. As an intern
with PASCAP Trust, my objective was to interview PASCAP and non-PASCAP learners, as well as
school and centere faculty in helping produce an evaluation of PASCAP’s after-school care
centeres that both justifies the need for these centeres, and comments on the general
shortcomings and success’ of after-school care centeres. Through semi-structured interviews
conducted with PASCAP affiliated learners in Hout Bay and Khayelitsha, non-PASCAP learners at
Hout Bay High School, and PASCAP and school faculty, my research provides insight into the
administration, and effectiveness of after-school care programs, as well as ways to improve
them. Full anonymity of participants was maintained throughout all stages of this study, with
the voluntary nature of the study made known to them as well.
Literature Review
Since the abolishment of institutionalized apartheid in South Africa, the country’s
educational infrastructure has been in poor conditions. While certain measures have helped
equalize the demographic makeup of education recipients, non-White populations continue to
suffer from social inequalities that disallow their education.
Currently, South Africa’s education system ranks among the worst in the world, placing
lowest out of 76 countries in a recent OCED index (Pota, 2015). Even smaller African countries,
such as Zimbabwe and Mozambique, laden with more social disparity, have maintained better
education systems than South Africa has. The country also placed last in quality of mathematics

and science education, often considered gateway subjects, in primary and secondary schools
(Campell, Prew, 2014). One contributing factor to these rankings involves pupil retention, and
the enormous dropout rates occurring in South African public schools. Relative to the size of
South Africa’s population, and the amount of school-age children within it, a reasonable
amount of pupils enroll in the first grade. From grade 1, public schools experience steadily
increasing dropout rates, while still maintaining sizable student bodies. It is after grade 9,
however, that the dropout rates in between grades increase dramatically, as most dropouts
occur between grades 10 and 12 (Rademeyer, 2014). According to the South African
Department of Education, 1,252,071 pupils started grade 1 in 2003; however, 2014 only saw
688,660 pupils through to their matric exam, a mere 55% of the originally enrolled pupils. Only
about 22% of those remaining students met the matric standard to pursue tertiary education
(Vermeulen, 2015).
Despite these astounding statistics, South African officials continue to promote the
improved, yet fluctuating matric pass rates as strong signs of educational development.
Recently, minister of basic education Angie Motshekga happily announced 2014’s 75.8% matric
pass rate, but neglected to address the worsening dropout rates which aren’t accounted for in
these scores, and the issues surrounding South African youth which cause these rates to be so
high (Nkosi, 2015) . With only 12% of 2003’s first grade pupils gaining admission to pursue
bachelor studies, many consider this statistic to be the real matric pass rate of this past year.
Although the South African government remains reluctant to report improved matric pass rates
as losses, it is important that officials just as willingly report the reality of those whose passing

score is not enough to gain tertiary admission, and how they often work low paying, entry level
positions, rarely continuing their education (Business Tech, 2015).
A recent study examining basic education in South Africa highlighted many of the under-
addressed aspects of school environments which contribute to their “failing standard” and high
dropout rates, firstly addressing the overcrowded classrooms, and the sporadic nature of
faculty attendance. In schools that assign up to 32 learners per teacher (Modisaotsile, 2012),
educators are often times discouraged to even arrive consistently to the schools, with 20% of
South African public school teachers being absent on Monday and Friday (Modisaotsile, 2012).
Furthering the country-wide racial inequality of education are additional findings that teachers
in Black schools teach approximately 3.5 hours a day as opposed to those in former Model C
schools, who have 6.5 hour workdays (Modisaotsile, 2012). This, added to the unwillingness of
teaching graduates to move to impoverished areas aggravates the educationally debilitating
environment learners often face at home. Homes in poorer communities are financially
supported by parents who, many times, suffer from drug addiction, and long workdays. These
hardships leave little room for parents to be involved in their children’s schooling, which could
include their ability to help their children with homework, or to encourage them to join
extracurricular activities. To combat this lack of involvement, some parents will actually
complete their children’s homework for them, further deterring the children from learning
assigned material (Modisaotsile, 2012).
More severe is the domestic abuse that many learners, predominantly young women,
experience in their homes and romantic relationships. Inter-partner abuse is especially
common, with so many adolescent relationships characterized by manipulative behavior

involving skewed definitions of ‘love’, often set by the males as a strategy for sexual coercion
(Wood, Maforah, Jewkes, 1998). Sexual contact within these relationships can also take form in
more direct encounters, where blatant violence, both physical and verbal, is used to initiate
intercourse (Wood, Maforah, Jewkes, 1998). Aside from the immense threats posed by sexual
violence, studies by the World Health Organization found that some 60,000 women and
children are victims of general domestic violence in South Africa each year, the highest rate in
the world (Hunter-Gault, 2013). While instances of domestic violence are rarely reported,
creating a lack of statistical data regarding their frequency, studies have found that victims are
often unemployed (Jewkes, Levin, Penn-Kekana, 2002), and come from rural areas, where many
of South Africa’s under-resourced schools are located. Children raised in abusive homes where
contention with HIV/AIDS, alcoholism, and other substance abuse is almost normalized deserve
to seek refuge in publically provided schools, but unfortunately experience similar unstableness
as learners.
Many South African public schools lack the resources to be safe, and have become
places where physical and sexual violence, drug use, and weapons are integrated into school
days. Multiple studies have found that fear among students is common, especially in secondary
schools. Female learners bear most of this fear, with over 30% having been raped at their
schools (Burton, 2013). Although most students have had multiple violent encounters
throughout their schooling, and do not view the classroomas a safe place, many cases of
reported violence between learners are not dealt with by school faculty. This lack of follow-up
is especially concerning considering some faculty members are the actual perpetrators of the
physical or sexual crimes inflicted on learners (Burton, 2013). Even in light of these trends,

studies have shown that when asked, principals and educators report feeling safe in their
schools. A recent study by the Centere for Justice and Crime Prevention, asking principals to
rate the safety of their institution, showed 84% of principals asked believe that educators at
their schools felt safe, and that 82% believe learners feel safe while at school. When educators
were asked, 70% reported teachers feel safe while teaching and 73% believed learners felt safe
while at school (Burton, 2013).
The incongruent perceptions of school safety between administrators, teachers, and
learners must be resolved in order for school conditions to improve. As weapons and drugs
remain prominent in public schools, educators struggle to work through these problems.
Various communities, such as those in Khayelitsha, are especially afflicted by this general lack of
resources. Perhaps most notable are the policing issues in these communities, which have
allowed vandals and burglars to cost some high schools up to R40,000 in damages (Fisher,
2014). Due to Khayelitsha’s crime filled year, journalistic inquiries have discovered many cases
of incompetent policing, as well as cases when lackadaisical, or no investigation was performed.
As “adolescent gangsterism” persists, schools in Khayelitsha maintain good working
relationships with their local police, despite poor response times and tendencies of absence
(Underhill 2014). This seeming lack of effort, however, stems from a crippling lack of resources
not fully attributable to the stations themselves. Despite having one of the highest crime rates
in South Afirca, Khayelitsha has one of the smallest police forces, causing for poor police
responses (Underhill, 2014). This deficiency relegates responsibility of these problems to the
often overwhelmed school staff members, who must prioritize school safety, and recognize
classrooms as common sites for victimization in order to maintain school security.

By the time learners reach matriculation, they have already internalized many negative,
and often gendered perceptions of higher education, which then become barriers to pursuing
it. ‘Dysfunctional’ schools in various disadvantaged communities produce learners who, shaped
by their educational and social upbringings, do not have the capital or social resources to
pursue higher education. One study examining matriculants from Mpumalanga’s Greendale
High School revealed seven major barriers to higher education, including: peer discouragement,
fear of negative stereotypes of rural background, lack of parents who appreciate the benefits of
higher education, not wanting to leave one’s home, lack of financial support, getting married,
family responsibilities, and lack of interest in higher education (Denhere, 2013). Drug addiction
and lack of information were also cited as additional barriers. While these barriers can
negatively impact all members of a disadvantaged community, women especially continue to
suffer from the contemporary gender gap present in South African higher education (Denhere,
2013). Many times, girls are encouraged to abandon tertiary aspirations and marry their
boyfriends, as bride prices can help soothe financial instability. Along with the financial benefits
of keeping their daughters away from university, some parents are generally too
overprotective, and apprehensive to send their daughters away from villages to metropolitan
areas. Both genders, however, expressed fear of homesickness and loneliness as barring them
from leaving for university (Denhere, 2013). Some of those asked were pleased with their
decisions to remain home, citing marriage and car ownership as contributing to their happiness.
These two attributes, however, does not lead to the socioeconomic benefits that a tertiary
education could provide (Denhere, 2013).

Teenage pregnancy, too, has been prominent among South African youth, and has
emerged as a significant barrier to not just pursing tertiary education, but to completing
secondary education. While the yearly rate of teen pregnancies has dropped from 5.3% in 2006
to 4.4% in 2013 (Panday, 2009), the stigmatization of underage sex continues to make
contraception largely unavailable to adolescents in certain regions of South Africa. Much of this
stigmatization is driven by medical professionals in lower income areas, especially nurses,
whose attitudes bar many teenagers from acquiring contraception (Wood, Jewkes, 2006).
Additionally, many social perceptions of sex dissuade young women from using contraception,
as proving one’s fertility can garner legitimacy in many communities. Men, too, feel this desire
for legitimacy, as fathering a child can prove traits of responsibility, and commitment to other
community members (Wood, Jewkes, 2006). Considering that one third of adolescent girls
become pregnant before the age of 20 (Wood, Jewkes, 2006), bringing attention to the gender
roles, and other phenomena driving these conventions should be at the forefront of
socioeconomic reform. While most girls report that pregnancy is unwanted, further sex
education and counseling must be made available for many at-risk girls. Only knowledge and
external support can empower girls to make autonomous decisions about their fertility, and not
succumb to the economic pressures which paint pregnancy as providing financial security
(Wood, Jewkes, 2006).

Khayelitsha, Hangberg Community Needs Assessment
Introduction
For more than 20 years, PASCAP Trust has focused on innovating and effectively implementing
after-school care programs in the Hout Bay, Mitchells Plain, Khayelitsha, Tafelsig, and George
communities. PASCAP recognizes the immense social challenges facing these communities, and
assumes a bottom-up, equal opportunity approach in addressing them. Youth
entrepreneurship, human rights, HIV/AIDS and youth substance abuse are among some of the
relevant issues addressed at each community centere, which additionally provide counseling
and social work service for learners.
Hangberg, the home of PASCAP’s Hout Bay High School centre, exists today as a struggling
fishing community, laden with informal settlements and recent political strife. Since 2010,
Hangberg citizens have been the subject of excessive police reactions to shack-residents within
the settlements. In 2014, uprisings in Hangberg were spurred when Die Sloot resident Santonio
Jonkers was violently evicted from his home by more than ten police officers, who deemed his
shack to be illegally located under a provincial mandate established after Jonkers built his
home. Unrest has since characterized Hangberg residents, many without housing alternatives if
evicted. This string of evictions, accompanied by the police brutality and various city lockdowns
make evident the breakdown in relations between the community, local, and provincial
governments, who meanwhile struggle to provide for Hangberg’s schools.
Khayelitsha, where two of the organization’s facilities are located, is an informal township
originally constructed by South Africa’s apartheid government in the 1980’s to relocate Black

settlers who were living in the Cape Peninsula. Since its establishment, the township has
incurred problems of poverty, overpopulation, and crime, with very little resources to mollify
them
Tafelsig, George, and Mitchells Plain residents experience challenges similar to those in
Khayelitsha and Hout Bay in trying to provide residents, especially those of school age, with
proper means.
Purpose
A needs assessment report is required to complete an evaluation of the after-school care
centeres attached to Luhlaza and Hout Bay High Schools, along with the programming
conducted within them. These programs are meant to address the social ailments experienced
by learners living within each respective community, as well as improve their mastery of
classroom material. With this report, PASCAP aims to justify the existence of its after-school
programs in pursuing grant-based funding, and evaluating the effectiveness and benefits of the
programs.
Data Collection
Data was collected using web-based research of articles, academic works, and journalistic
inquiries into the Hangberg riots of the last four years. Regarding Khayelitsha, an inquiry about
the inefficiency of policing, published by the Khayelitha Commission, was examined. The inquiry
described the relations between police and other institutions within the community.
Interviews, as well as informal interactions with school administrators and learners in the
schools were also used in collecting data.

Analysis
Data was compiled through research, and summarized in the report based on relevancy to
addressed issues.
Summary of Results
Many South African public schools are very under resourced, and issues of safety have become
very crucial as school environments foster physical and sexual violence against learners. Often,
school administrations fail to investigate these instances of violence, with perpetrators
remaining unaccounted. Schools are also not equipped to deal with gang violence, but are
forced to as community policing resources are essentially depleted.
Along with lack of outreach, education directed at, or about differently disadvantaged
populations, such as the Special Needs and Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ)
communities is lacking, causing for a general lack of acceptance and understanding within
student bodies.
Lack of outreach and education coincide with the recent matric statistics, which show only 26
high schools having pass rates over 60%. This disparity is most notable in regards to maths and
science education, which ranks lowest in the world.
Implications for Actions
In response to lack of outreach for learners, the following solutions should be instituted in
schools:
 Counseling resources for youth at risk
 Mentorship programs
 Holiday programming for learners

In response to issues of safety, the following solutions should be instituted:
 Safety training workshops for principals and educators
 Improved conflict resolution programs in schools
 Task teams for gang violence prevention, working to prohibit weapons, and weapon-like
objects in schools
 Improved police visibility
In response to lacking education, the following solutions should be instituted:
 Improved Matric Exam preparation
 Improved special education resources, and more education about the LGBTQ
community
 Increased dedication of budget to textbooks and supplies for maths and science
departments
Implications for State-Level Action
Further funding should be allocated to address the pressing issues of safe sex, substance abuse,
and maths and science education within schools. More dialogue between educational institutes
should be facilitated in improving schools, with more help coming from universities in assisting
learners reach tertiary education. Universities should help determine school curriculums, and
play a more active role in recruiting for their institutions. The separation between tertiary and
secondary institutions creates a miscommunication of expectations between the two
educational levels, creating low university admission rates.
Further funding, training, and overall support should also be supplied to local, peace-promoting
organizations (such as community centers, and police stations) in struggling communities.

Making these communities safer and more accepting could reduce the external challenges
faced by learners, and allow them to focus more on their educations. Nationally paid attention
to these communities is crucial for their improvement, and eventual immersion into
mainstream relevancy.
Methods
Individual interviews were conducted in a semi-structured format, pending the return of
consent forms, with a focus on the three questions of:
1. Do you feel you have a voice in influencing centere conduct and programming?
2. How much do you feel that programming is geared toward academic improvement, and
have you experienced growth through PASCAP?
3. Do you feel the care centere is appropriately resourced and administered?
While I had previous experience working with both care centere’s learners and faculty, I had no
previous or existing relationship with Hout Bay High School learner’s not formally associated
with the care centere when I interviewed them about their perceptions of the centere and its
programming. Computer-typed conversation notes were examined following completion of the
interview process, with findings being based on reoccurring issues identified by interviewees
(coding methods were employed). The evaluation report will hopefully function as a needs
assessment for PASCAP’s centeres, as well as justify the need for after-school care in the
multiple schools at which they are located.

Questions
Below, listed in no particular order, are the questions that were asked to each category of
interviewees. Not every participant received every question, as time, and other constraints
created limitations.
Questions asked to PASCAP learners:
 Do you feel you have a voice in influencing centere conduct and programming?
 How much do you feel that programming is geared toward academic improvement? Do
you feel programming is structured?
 *Brief inquiry on computer and technology training
 Did facilitators display bottom up leadership, derived from student needs, in making
centre decisions?
 How do you think the centere has influenced you as a person?
 Can the care centere appeal to all learners or just some?
 Do you think all skill levels are addressed in the work you received in the centeres, and
at camp?
 How do non-PASCAP learners view the care-centere, and the work that is done within
them?
 How do you asses the physical dimensions of the care-centere, and is it sufficiently
resourced?
Questions asked to PASCAP facilitators:
 Do you have an active voice in decisions about curriculum and instruction?
 Do you feel that PASCAP treats its employees in a way that inspires good retention?
 Are the gateway subjects of math and science addressed by PASCAP programming?
 How would you evaluate parent involvement in learner’s academics?
 Are PASCAP’s internal evaluations accompanied by enough external evaluations?
 Do you think all skill levels are addressed through centere programming?
 Do you feel that PASCAP strives to improve, develop, and progress its educational
programming strategies?
 What is/are one or more area(s) you would improve upon within PASCAP?
 Do you feel you have good communication established with your (respective) school?
 What are PASCAP’s current recruitment methods, and could they be improved?

Questions for non-PASCAP learners:
 How do you view the centere, and the work done within it?
 How would you feel about personally participating in the ASC? What would stop you
from participating?
 How have your friends in the centere influenced your perceptions of it?
 What is one thing you think the centere does well, and one thing you dislike about it?
Results
Respondents who were asked about PASCAP’s after-school care centeres painted them
very positively, with learners, facilitators, and school administrators speaking of them favorably.
While learners often cited academic improvement as a benefit of the centere, they also spoke
to the balance PASCAP assists themin striking between leisure and academics, especially after
the school day ends. Prioritizing homework, academic, and personal development in helping
learners not “be on the streets, or choose[ing] wrong friends,” as described by one learner,
effectively consumes learner’s schedules and forces them to prioritize homework once they
arrive home. In this way, learners said, PASCAP’s centeres can appeal to all learners by
challenging, and stimulating them with brand new material, and making previously untapped
topics relevant. These same sentiments were mostly reflected by school administrators as well.
Care-centere facilitators, when asked about their experiences working for PASCAP, also
responded favorably, emphasizing the organization’s ability to promote staff retention through
the various self-growth opportunities associated with youth mentorship. The non-PASCAP
learners questioned at Hout Bay High School also rated the after-school care centere very
favorably, attributing their non-participation to past staff turnover at the centere, and
apprehension about discussing the personal issues often raised in soft skills practice. Their input
was also very valuable in evaluating current PASCAP recruiting methods.

Suggestions and positive criticisms were developed based on the three respondent categories’
(learners, school administrators, and centere facilitators) responses on ways to improve centere
coordination. These recommendations are outlined in the following section.
Discussion
Centere benefits (as indicated by PASCAP learners and staff), along with the many
environmental threats learners face to their development justify the need for after-school care
centeres. As such, three categories of recommendations were created to evaluate and improve
PASCAP’s operations. Recommendations are as follows:
In regards to the centeres:
 Increased maths and science instruction within the centeres: not only did many learners
indicate that they struggle in these courses (as well as EMS and accounting), but poor
instruction in these two subjects has become a national problem. Due to the difficulty
PASCAP has had finding, and retaining maths and science tutors, it is perhaps necessary
that the facilitators familiarize themselves with these subjects. One day a week of
centere programming could be allocated to maths and science instruction, which could
significantly help learners as they approach their matric years
 Integrate outdoors, and physical activity into centere programming: this could impact
learner happiness and ability to focus, as well as encourage learners to gradually erase
obesity-leading habits (through sports, and encouragement to stay active). There are
also countless, noted psychological benefits to spending time in natural, outdoor

environments. Initiatives that bring together all centere learners could also be taken,
instead of instituting these efforts on a per-centre basis
 Allocate more funds for purchase of computers in care centeres: not only would this
allow learners to avoid vying for computers in overcrowded school libraries, but it could
equip them with a computer literacy necessary when advancing to tertiary education.
Since many learners do not have access to computers at home, PASCAP computers
could help them complete research assignments while providing them necessary
technical training
 Organize learner-led fundraising initiatives: while PASCAP’s policy folders state
reluctance by the organization to undertake fundraising projects because of the
resources needed to sponsor them, many learners expressed an eagerness to
coordinate a project if given the opportunity. An elongated fundraising project could
reinforce important values within learners, supply the centeres, and establish PASCAP
centeres as prominent, community benefactors
 Encourage centere facilitators to create stronger relationships with their respective
school faculty and administrators: it is important for facilitators to create a network that
will both help them adjust to their schools, and track learner progress and development.
If learners behave a certain way in the centeres, and another way in classrooms and at
home, it means they are not absorbing centere benefits as they should be, and that the
learners need different instruction or more attention. A variation in behavior is crucial
to eliminate, and can be done by communicating with school teachers. School
administrators also suggested that facilitators start attending school staff meetings in

order to discuss, and track learners that require added attention. Facilitators could also
provide unique insight on these learners that teachers might not have
 Centere facilitators must make conceited efforts to instruct only, or mostly in English:
this change is crucial in helping learners expand their comfort zones, and retain English
literacy instruction. Additionally, it is nearly impossible for learners to continue to
tertiary education with only a mastery of their home languages. This is mostly specific to
the centeres in Khayelitsha, and is perhaps the most important change these centeres
must undertake.
 PASCAP should continue to strive for utmost preparedness when employees placed in
the field resign: some school administrators felt slighted when, after finding and
referring students to counseling (as requested of them by PASCAP), counselors resigned
after short periods of time. Little notice, or explanation was given to school
administrators regarding resignations
In regards to Camp:
 More programs covering world cultures and events, as indicated by learners who
wanted to see more variety in programming
 Slightly shorter sessions and more outdoors, physical activity for learners, who felt
collectively uneasy being indoors for so many hours
 Specifically regarding the literacy portion, ensure that all skill levels are appeased when
choosing worksheets. This might involve printing off different sets of worksheets for
different age groups, but it will at least ensure that learners find them doable.

 Must strive to maintain orderliness while minimizing yelling, or aggressiveness: although
this maintenance is not an easy task, many learners felt they were in a stricter
environment than their own schools provide. Enlisting the help of peer mentors, like
was done with learners during this past camp, could effectively quell learner behavior
because requests will be coming from one of their peers as opposed to usual PASCAP
faculty.
In regards to recruitment:
 To increase interest in joining the centere among non-PASCAP learners, centeres should
send experienced learners into various classrooms to explain the work that is being
done by centeres, and present about the personal progress and development that could
potentially legitimize the centeres to previously uninterested learners. School
assemblies are also opportune platforms to relay the importance of PASCAP’s benefits
and educational discipline to learners, who might be interested in joining PASCAP if it
were presented to them in this way.
Limitations
While findings from this study should be utilized with confidence, limitations may have
hindered their thoroughness. Most notably, the significant time constraint caused for the
interview, analysis, and writing processes to be expedited in efforts to meet deadlines. Had
more time been available, the study could have been elongated, and informal interactions been
used to produce a more organic researcher perceptions of each care centere. Future studies
evaluating schools should plan to conduct their research when learners are readily accessible

and easily locatable, not during holidays when schools are not in session. Further limitations
were found in the low number of schools sampled to review the state of PASCAP’s after-school
care centeres. Perhaps a product of time constraints, more after-school care centeres, even
some sponsored by other organizations, should be examined in order to produce a more
general review of after-school care. The third major limitation found in this study was the
similarity of centere participants, with both centeres recruiting learners from middle and lower
socioeconomic statuses. Because Khayelitsha’s learners were mostly Black, and Hout Bay’s
learners were mostly Coloured, centeres composed of more ethnic and socioeconomic diversity
could provide wider insight into the general state of South African after-school care. Lastly, a
limitation that was experienced mostly with learners from Luhlaza high school, were
communication difficulties between them, and the non-Xhosa speaking researcher. Xhosa
speaking students often struggled to understand questions, and sometimes sought help from
English-proficient friends in order to understand them. While all answers were relevant to
question content, researcher familiarity with both Xhosa, and Afrikaans could be beneficial in
gaining more comprehensive and elaborative answers from respondents.
Conclusion
Overall, this review of PASCAP’s after-school operation yielded many positive outcomes.
Despite finding shortcomings in some of PASCAP’s programming, it is undeniable how
significantly impacted each learner is by the nurturing, educational encouragement provided to
them by the organization. Having the chance to candidly speak about their experiences to
fellow PASCAP members has given learners a mature perspective on their worlds, and a desire

to overcome the challenges which many others around them succumb to. While many of the
suggested improvements may appear ambitious, the periodical intervals at which each initiative
can be completed should be acknowledged. Even if, after this acknowledgment, these
improvements seem unreachable, PASCAP should still strive for the highest standard in order to
create significant organizational change. Considering South African education’s dire state, a few
PASCAP learners at each school gaining admission to tertiary education could improve national
statistics. With existing potential for improvement, PASCAP can make great strides in improving
South African education, as well as the lives of each learner that walks through the care-centere
doors.

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